故事教学,顾名思义,就是利用故事的情景和趣味性,激发学生的兴趣,让其在相对比较完整的语境中理解语言、学习语言。但是,在一些公开课和随堂听课中,我发现一些教师在教学这个板块时,过于关注对故事中重点句型的分析和理解,忽略了故事所呈现的语境、故事中人物的情感、故事的趣味性和故事所隐含的人文信息等等,故事教学把“故事”丢了。本文就以译林新版《英语》四年级上册Unit3Howmany?中的Storytime为例来分析故事教 Story teaching, as the name suggests, is the use of the story of the scene and interest, to stimulate students’ interest, let them understand the language in a relatively complete context, language learning. However, in some open classes and listening classes, I found that some teachers, in teaching this section, pay too much attention to the analysis and comprehension of the key sentence patterns in the story, ignoring the context presented by the story, the emotions of the characters in the story, Story of the fun and the humanities hidden in the story information, etc., the story of teaching to “Story” lost. In this paper, I will use the Storytime of Unit3Howmany? In the fourth edition of English as a Foreign Language to analyze the story